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In this article, we hypothesize that the aspiration to see the emergence of a language of educators regularly fails due to two major pitfalls, one political, the other praxeological. From the political point of view, there is no strategic interest in the emergence of a science of education, let alone a science of special education. The second stumbling block on which a possible language of education fails is praxeological: failing to acquire, by themselves and for themselves, a specific grammar and vocabulary that are both technical and practical, educators have no other solution than to borrow words from the various disciplines of the humanities and social sciences and to tinker with tools that are not entirely appropriate.